Published papers

Segura, M., Roquet, H., Pérez-Vidal, C. (under review). 'The effects of length of programme in CLIL EFL proficiency gains', Journal of Language and Education. (SCIMAGO Q3).

Barón, J., Navarro, N., Roquet, H., Evnitskaya, N. (under review). 'The role of pragmatics in classroom discourse: The case of pre-primary education', English Language Teaching. (SCIMAGO Q2).

Roquet, H., Vraciu, A., Nicolás, F., Pérez-Vidal, C. (2020 online). 'Adjunct Instruction in Higher Education: Examining the Effects on English Foreign Language Proficiency', International Journal of Bilingual Education and Bilingualism. DOI:10.1080/13670050.2020.1765967. (JCR SSCI Q1, SCIMAGO Q1).

Navarro, N., Roquet, H. (in press). 'Linking or delinking of ideas? The use of adversative linking adverbials by advanced EFL learners', Revista Española de Lingüística Aplicada, RESLA. (JCR SSCI Q4, SCIMAGO Q3).

Artieda, G., Roquet, H., Nicolás, F. 2020 (2017 online). The impact of age and exposure on English as a Foreign Language (EFL) achievement in two learning contexts: formal instruction (FI) and FI + content and language integrated learning (CLIL), International Journal of Bilingual Education and Bilingualism, 23 (4): 449-472. DOI: 10.1080/13670050.2017.1373059. (JCR SSCI Q1, SCIMAGO Q1).

Roquet, H. and Pérez-Vidal, C. 2017 (2015 online). Do productive skills improve in content and language integrated learning (CLIL) contexts? The case of writing, Applied Linguistics. DOI: 10.1093/applin/amv050. (JCR SSCI Q1, SCIMAGO Q1).

Roquet, H., Llopis, J. and Pérez-Vidal, C. 2016 (2015 online). Does gender have an impact on the potential benefits learners may achieve in two contexts compared: FI and FI+CLIL?', International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2014.992389. (JCR SSCI Q1, SCIMAGO Q1).

Pérez-Vidal, C. and Roquet, H. 2015. The linguistic impact of a content and language integrated learning (CLIL) Science programme: An analysis measuring relative gainsin M.P. García Mayo (ed): Learning Language and Content Through Tasks: Exploring the Interfaces, System, 54: 80-89. (JCR SSCI Q1, SCIMAGO Q1).

Pérez-Vidal, C., Escobar, C. and Roquet, H. 2013. ‘Perspectives sobre l’aprenentatge de llengües i multilingüisme', article divulgatiu al Butlletí Informatiu del Col·legi de Doctors i Llicenciats en Filosofia i Lletres i en Ciències de Catalunya, 14: 4-5.

Pérez-Vidal, C. and Roquet, H. 2012. ‘A study of the acquisition of English as a foreign language: Integrating content and language in mainstream education in Barcelona’, TRICLIL Proceedings. Universitat Autònoma de Barcelona.

Roquet, H. 2011. A study of the acquisition of English as a foreign language: Integrating content and language in mainstream education in Barcelona. Doctoral Dissertation. TDX Tesis en Xarxa. http://www.tesisenred.net/handle/10803/41560


Books

Roquet, H. 2011. Integrating content and language in mainstream education in Barcelona. LAP Lambert Academic Publishing. Saarbrücken: Deutschland.

 

Book chapters

Roquet, H., Vraciu, A., Nicolás, F. 2019. ‘The effect of amount of exposure to English medium instruction programmes in higher education: The case of morphosyntax’ in L. Marqués-Pascual and A. Cortijo-Ocaña (eds): Second and Third Language Acquisition in Bilingual Contexts. (pp. 69-106). Delaware: Juan de la Cuesta.

Pérez-Vidal, C. and Roquet, H. 2015. CLIL in context: Profiling language abilities in M. Juan-Garau and J. Salazar-Noguera (eds): Content-Based Language Learning in Multilingual Educational Environments. (pp. 237-254). Berlin: Springer.

Valls-Ferrer, M., Roquet, H. and Pérez-Vidal, C. 2010. ‘The effect of practice in different contexts of language acquisition: Contrasting FI, SA and CBLC’ in M. R. Caballero and M.J. Pinar (eds): Ways and Modes of Human Communication. (2: pp. 219-228). Castilla La Mancha: Universidad de Castilla La Mancha.

Roquet, H. and Pérez-Vidal, C. 2008. La lectura bilingüe: factor esencial para la adquisición de la competencia escrita en una tercera lengua, in R. Monroy and A. Sánchez (eds): 25 Years of Applied Linguistics in Spain: Milestones and Challenges. (pp. 163-170). Murcia: Universidad de Murcia.

Roquet, H. and Pérez-Vidal, C. 2007. ‘Bilingual reading: An essential factor for the acquisition of written competence in a third language’, in S. Van Daele, A. Housen, F. Kuiken, M. Pierrard and I. Vedder (eds): Complexity, Fluency and Accuracy in Second Language Use, Learning and Teaching. (pp. 183-193). Brussels: The Royal Flemish Academy of Belgium for Science and the Arts.